Purpose -- This study aimed to examine the boundary conditions under which teaching??-research conflict influences university teachers'??? job burnout. Methods -- Data from 487 teachers of three universities in China were analyzed with structural equation modeling and other statistical approaches.? Findings -- (a) Teaching-research conflict was positively linked to job burnout; (b)?? perceived supervisory support (PSS) moderated the effect of teaching--?research conflict on job burnout, and (c) psychological capital (PsyCap) moderated the effect of teaching-research conflict on job burnout. Implications -- Universities should manage to increase teachers' PSS and PsyCap so as to buffer the effect of role conflict on job burnout. Originality/value --??? Our findings stress the importance of PSS and PsyCap as important external and internal resources and offer new insights on the boundary conditions of teaching-research conflict influencing teachers' job burnout.